The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive instructional videos in terms of undergraduate students' engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students' evaluations of elaborated and metacognitive feedback in these…

Describes the use of interactive video for mathematics classes in middle schools and high schools in Oregon, and discusses the possibilities of their transfer to schools in the United Kingdom. Cost effectiveness is discussed, teacher and student attitudes are examined, and several evaluative studies of the videodisc materials are described. (LRW)